Challenging Gender Certainties in Early Childhood Care and Education: A Participatory Action Learning and Action Research Study

Abstract

For deep-rooted gender equity and social transformation, we need to challenge so-called certainties or dominant ideologies about gender. Many dominant ideologies centred on gender abound in society, and these need to be addressed at the earliest opportunity. Early childhood care and education (ECCE) refers to the care and education of children from birth to 4 years old, and this is an opportune period for teachers to examine and challenge certainties regarding gender. This article reports on a segment of a larger study on inclusion involving a virtual learning participatory workshop with six ECCE teachers and two ECCE teacher trainers that aimed to address a knowledge gap; ECCE research into gender is scarce in developing countries like South Africa. Due to the social distancing necessitated by the coronavirus pandemic, all interactions were facilitated through the WhatsApp platform. The study employed a participatory action learning and action research (PALAR) design that focused on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals, and purposeful conversations. Data generated in Cycle 1 revealed that participants required greater awareness regarding their current views on gender and sexuality. Data revealed that members of the action learning set (ALS) required clarity on gender binary, heterosexuality as a dominant ideology, and on gender stereotyping. The ALS transformed their learning environments by addressing those concerns in Cycle 2. The findings in Cycle 2 pinpoint how the respective learning environments were transformed by challenging gender binary, heterosexuality, and gender stereotyping. This research serves to challenge certainties regarding gender. Knowledge presented here could lead to more equitable gender practice at the participants' respective centres, which may impact positively on wider societal transformation.

Gender bias in L2 writing for Chinese international students

“…Furthermore, the other main influential factor in participants' upbringing environment is educators, especially in early childhood. Children can become gender detectives at an early stage, and individuals' early childhood teacher in their living environment plays a crucial role in the formation of their gender ideology [16,17]. As one participant expressed in the semi-structural interview, her early childhood teachers' recognition and responses to gender equality issues significantly affected her gender ideology formation.…”

Participatory Action Research Challenges Amidst the COVID-19 Pandemic: A Review and Comparison across Two European Projects

“…Other authors opted to use social messaging applications instead of videoconferencing platforms, such as WhatsApp (Available at: https://www.whatsapp. com/, accessed on 8 December 2022), due to their widespread popularity and ease of access [33,34]. These applications can be more practical for informal communication than videoconferencing apps, and they also allow users to share documents such as surveys and task lists.…”

“…The authors of 9 papers in this review, almost 24% of all papers, claim to have struggled with this social aspect of their research plans due to the pandemic. To most authors, trust-building issues encountered were a result of the hindered manner in which people develop relationships in virtual environments [29,33]. Some authors mentioned that digital accessibility issues were the primary barriers to successfully establishing trust with participants.…”